2013, 10
2013, 10
p. 20–26
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354
One of the paradoxes of human development is that this process may reveal without a subject. Child can not only acquire knowledge or skill - he gets a new resource of opportunities , which he had not previously possessed. But this novelty does not open to a child as something significant, he does not “see” himself in the progress. The main problem of education (including developing countries) at all levels is presented in it. Education is a unique practice of development within which the opportunities of a child form the core of its content. This issue is discussed in the context of the introduction of the new general educational standards of preschool education in Russia, which are intended to make education the developmental practice.
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2013, 10
p. 34–39
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261
The article is addressed to parents of preschool children and is presented in question-answer form, stating that reading fairy tales to children is an essential element of genuine education and a base for constructive relations between children and parents. Reading fairy tales can be started from the first weeks of a child’s life: for this period the most important aspect of reading is not understanding of the content, but rather emotional communication with parents . The first fairy tales with which children are acquainted in the Russian culture are “The Gingerbread Man”, “The Turnip”, “The Wooden House” . These fairy tales carry important meanings and values that characterize the mentality of the Russian people and reflect its archetypes. Reading fairy tales should be based on the child’s reactions to the text - that is why in the case of a negative perception of a fairy tale, adult should not insist on the reading. “Scary” tales should be read in accordance with age and individual differences of the child. These fairy tales help children to master coping skills in a situation of safe environment. Until five or six years many children posses magical thinking: they sincerely believe in magical properties of the objects, in the possibility of transformation of people into other beings, that is why magic should be presented with the caution. Children who are elder than five will be interested in magic fairy tales: “Twelve Months”, “Cinderella”, “Thumbelina”, “The Little Mermaid”, “The Snow Queen” . Multiple iterations of a fairy tale are needed to maintain child’s confidence in the stability of the world and to address the critical current needs of the child. Children need fairy tales - they are the nutritional environment in which children’s psyche, foundations of the worldview, belief systems, values and national identity develop.
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2013, 10
p. 40–48
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330
The analysis of the literature devoted to children’s readiness for school and success factors of schooling shows a clear current shift of emphasis. Traditionally children’s readiness for school and the allocation of psychological factors of success in learning was determined by a set of abilities and skills directly involved in training - especially the level of cognitive development, eye-hand coordination etc. At the present time researchers give greater significance to other factors: training and development of social and emotional competence are becoming important goals of schooling. Several studies have revealed the central role of emotional stability in the success of school education and the development of a child ‘s emotional sphere - a central element of the concept of “psychological readiness for school.” In this regard “emotional intelligence” development becomes a major goal of education and training in family and school. The author introduces the concept of emotional intelligence and emotional education program developed by Professor John Gottman - one of the most respected researchers in the field.
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